This action research study involves nine elementary school teacher-researchers, one university faculty member, and one graduate student engaged in developing creative pedagogical practices in one elementary school in an urban school in Alabama, USA. Participants found that a teacher's experience of agency and their ability to work creatively depended upon a clear articulation of structures and the identification of areas of flexibility and possibility. Further, participants endeavored to promote avenues for ongoing communication and collaboration between teachers and the principal with the view that creativity based in communication would sustain transformative dialogues in the school.